Submitted by Renato da Anunciação Filho (renatoanunciacao@yahoo.com.br) on 2015-01-06T15:15:12Z No. of bitstreams: 1 TESE RENATO ANUNCIAÇÃO PUBLICAÇÃO (1).pdf: 2301973 bytes, checksum: 05da1dcf8506ee9518160e0acc31b351 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-01-08T14:54:19Z (GMT) No. of bitstreams: 1 TESE RENATO ANUNCIAÇÃO PUBLICAÇÃO (1).pdf: 2301973 bytes, checksum: 05da1dcf8506ee9518160e0acc31b351 (MD5) / Made available in DSpace on 2015-01-08T14:54:19Z (GMT). No. of bitstreams: 1 TESE RENATO ANUNCIAÇÃO PUBLICAÇÃO (1).pdf: 2301973 bytes, checksum: 05da1dcf8506ee9518160e0acc31b351 (MD5) / O presente estudo apresenta os resultados da pesquisa realizada no Programa de Pós-Graduação em Educação da Faculdade de Educação, da Universidade Federal da Bahia, sob a orientação da Professora Doutora Vera Lúcia Bueno Fartes, para a obtenção do título de doutor. Tem como objeto da pesquisa o conhecimento e saberes profissionais dos técnicos industriais de nível médio das áreas de eletrotécnica e mecânica e tem como sujeitos da pesquisa 56 trabalhadores técnicos industriais de nível médio, tendo como campo de pesquisa uma indústria de cerâmicas localizada no Polo Petroquímico de Camaçari e uma empresa multinacional fornecedora de energia elétrica, cuja sede se localiza na cidade do Salvador. Procura entender e explicar, a partir da fundamentação teórica dos conceitos de trabalho profissional e cultura profissional, desenvolvida por Telmo Caria, modernidade e identidade, por A. Gidden, C. Dubar e Z. Bauman, dentre outros conceitos. Como e quando ocorrem os processos de mobilização dos conhecimentos e saberes dos profissionais técnicos industriais de nível médio, em situação de trabalho. Para alcançar este objetivo a pesquisa utilizou métodos quantitativos e qualitativos para coleta e análise dos dados levantados junto aos técnicos. Foi realizada pesquisa bibliográfica e pesquisa de campo com aplicação de questionários e entrevistas e utilizou também a análise estatística para a interpretação dos resultados obtidos. Através de uma pesquisa quali-quantitativa de natureza empírica, bibliográfica e documental, analisou-se os processo de mobilização dos conhecimentos e saberes dos profissionais tendo como cenário os fenômenos de mudanças da sociedade atual. Os resultados da pesquisa indicam que o processo de mobilização dos conhecimentos e saberes dos profissionais estudados, ocorrem fundamentalmente, na realização dos trabalhos em equipe. Que os saberes técnicos profissionais mobilizados equivalem em parte, aos adquiridos na formação acadêmica e outra parcela são decorrentes dos adquiridos nos processos de formação informal na interação com colegas profissionais e ou nos treinamentos no chão de fábrica, ou ainda em outros espaços formativos. / ABSTRACT This study presents the results of research conducted in the Post -Graduate Education, Faculty of Education, Universidade Federal da Bahia, under the guidance of Professor Vera Lúcia Bueno Fartes, to obtain the title of PhD. Its field of research knowledge and professional knowledge of the industrial middle level technicians in the fields of electrical engineering and mechanics. The survey was conducted with 56 workers at a ceramic Petrochemical located in the polo Petroquímico de Camaçari and professionals with a multinational company that supplies electricity, whose headquarters is located in the city of Salvador. Seeks to understand and explain, from the theoretical foundations of the concepts of professional work and professional culture, developed by Telmo H. Caria, modernity and identity, developed by Gidden, Dubar and Bauman, among other concepts, as and when they occur the processes of mobilization of knowledge and knowledge of industrial technical mid-level professionals in the work situation. To achieve this goal the research used quantitative and qualitative methods for data collection and analysis of data collected from the technicians. Conducted literature research and field research with questionnaires and interviews and we also used statistical analysis to interpret the results. Through a qualitative and quantitative empirical research, bibliographic and documentary nature, we analyzed the process of mobilization of expertise and knowledge of professionals in the scenery of the phenomena of change of current society. The survey results indicate that the process of mobilization of knowledge and expertise of industry professionals occur primarily in the work team. That professional technical knowledge equivalent mobilized in part, acquired in academic and other portion are due to acquired in informal processes in training and interaction with professionals in training or on the factory floor or in other formative spaces colleagues.

Submitted by PPGE PPGE (pgedu@ufba.br) on 2015-11-20T12:35:10Z No. of bitstreams: 1 Dissertação_AlexandraCarla 2.pdf: 2967774 bytes, checksum: 71db1c1b1c45bcb8bad01f96a6da1259 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-11-24T15:41:26Z (GMT) No. of bitstreams: 1 Dissertação_AlexandraCarla 2.pdf: 2967774 bytes, checksum: 71db1c1b1c45bcb8bad01f96a6da1259 (MD5) / Made available in DSpace on 2015-11-24T15:41:26Z (GMT). No. of bitstreams: 1 Dissertação_AlexandraCarla 2.pdf: 2967774 bytes, checksum: 71db1c1b1c45bcb8bad01f96a6da1259 (MD5) / A pesquisa teve como objeto de estudo compreender como os conhecimentos dos alunos dos Cursos de Infraestrutura Urbana, Automação, Refrigeração e Mecânica são adquiridos na escola e recontextualizados em suas funções desempenhadas durante a atividade curricular de estágio. O estágio tem possibilitado aos aprendizes o conhecimento prático da sua profissão de formação, e possibilita aos estudantes também o contato empírico com as disciplinas vistas em sala de aula. O objetivo da pesquisa é compreender como os alunos trabalhadores dos referidos cursos que estão em experiências de trabalho no estágio, mobilizam os saberes profissionais e os recontextualizam no desempenho das suas atividades de estágio. Os resultados obtidos evidenciaram que os alunos em experiências de trabalho no estágio recontextualizam seus conhecimentos, dando sentido ao que aprendem. As aprendizagens, frutos do convívio familiar, na interação com os outros e dos espaços formais da escola, tem ajudado estes sujeitos a lidarem com as situações de imprevistos e tem ajudado também no aperfeiçoamento de realizar suas atividades atribuídas no estágio e a adquirir novas aprendizagens. / ABSTRACT The research had as its object of study to understand how students' knowledge of Courses Urban Infrastructure, Automation, and Refrigeration Mechanics are acquired at school and recontextualized in their duties performed during the internship curricular activity. The stage has enabled learners practical knowledge of his profession training, and also enables students to contact with the empirical disciplines seen in the classroom. The objective of this research is to understand how students of those courses that workers are in work experiences on stage, raise the professional knowledge and recontextualize the performance of their internship activities. The results showed that students on work experience on stage recontextualize their knowledge, giving meaning to what they learn. The learning, the fruits of family life, in interaction with others and the formal spaces of the school, has helped these individuals to cope with unforeseen situations and has also helped in improving their activities assigned to perform on stage and acquire new learning.

Submitted by Igor Matos (igoryure.rm@gmail.com) on 2017-01-19T15:17:22Z No. of bitstreams: 1 DISS_2015_ Elenir Honório do Amaral.pdf: 2714418 bytes, checksum: e3163aab761f577a8426574a529f42c5 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-01-19T15:19:26Z (GMT) No. of bitstreams: 1 DISS_2015_ Elenir Honório do Amaral.pdf: 2714418 bytes, checksum: e3163aab761f577a8426574a529f42c5 (MD5) / Made available in DSpace on 2017-01-19T15:19:26Z (GMT). No. of bitstreams: 1 DISS_2015_ Elenir Honório do Amaral.pdf: 2714418 bytes, checksum: e3163aab761f577a8426574a529f42c5 (MD5) Previous issue date: 2015-05-06 / Esta pesquisa procura responder à questão: “que conhecimentos profissionais sobre o Sistema de Numeração Decimal são manifestados por professores do 2º e 3º anos do Ensino Fundamental e como desenvolvem práticas escolares relacionadas a este conteúdo numa escola da rede municipal de Cuiabá?”. Os referenciais que norteiam a investigação e análise dos dados se pautam na abordagem histórico-cultural. Para tratar acerca dos fundamentos da teoria histórico-cultural, recorremos aos estudos de Vygotsky (1988); Leontiev (1972); Rigon, Asbahr e Moretti (2010); Moura (2010) e outros, de Shulman (1986,1987); Mizukami (2004) e outros, sobre os conhecimentos profissionais; e, de Migueis e Azevedo (2007); Megid (2009); Nacarato et al. (2011) e outros, sobre as discussões da matemática nos anos iniciais. Sobre os aspectos históricos, teórico-metodológicos e das práticas escolares do Sistema de Numeração Decimal (SND), referendamo-nos em Ifrah (2005); Boyer (1974); Lerner e Sadovsky (1996); Lanner de Moura (2007) e outros. A pesquisa se configura numa abordagem qualitativa do tipo estudo de caso, referendada em Bogdan e Biklen (1994); Gonzáles Rey (2012); Stake (2010) e André (1995). Participaram da investigação duas professoras do 2º ano e uma do 3º ano do 1º ciclo do Ensino Fundamental. As fontes dos dados foram os questionários de caracterização, observações com registro em diário de campo, entrevistas e documentos escolares. Os dados apontam, de modo geral, experiências escolares pouco relevantes no sentido do acesso e da apropriação dos conhecimentos matemáticos e um processo de formação profissional, inicial e continuada, insuficientes. A ausência de uma proposta consolidada de trabalho pedagógico coletivo e de formação contínua na escola em que atuam, reflete na prática pedagógica e compromete a possibilidade de as professoras participantes da pesquisa ampliarem seus conhecimentos profissionais e de promoverem mudanças qualitativas no processo de ensino e aprendizagem do SND. Os dados indicam que apesar do trabalho pedagógico das professoras se diferenciar em alguns momentos, suas práticas se aproximam ao ensinar o SND sem considerar a sua gênese e historicidade e ao proporem exercícios que não promovem reflexões sobre suas regras e propriedades. Constatamos que as professoras apresentam fragilidades nos conhecimentos específico, pedagógico e curricular relacionados ao SND, principalmente quanto à compreensão da base dez e do valor posicional dos algarismos e conhecimento das propostas de abordagens do SND, presente nos referenciais curriculares oficiais, os quais repercutem na maneira como desenvolvem o ensino deste conteúdo. A análise dos dados também nos leva a conceber que o ensino do SND deva considerar a historicidade da criação deste conceito a partir de situações problemas que possibilitem aos professores e alunos vivenciá-lo como protagonistas. Para isto, o professor precisa ter condições objetivas de trabalho, estar inserido em um projeto coletivo de educação que possa oportunizar a socialização de ideias, práticas e novas aprendizagens. Além disso, é fundamental repensar a formação inicial e continuada de professores que ensinam matemática nos anos iniciais / This research aims to answer the question: “which are the professional knowledge about the Decimal Numeration System are manifested by teachers of the 2nd and 3rd grades of Elementary School and how they develop school practices related to this content in a city school of Cuiabá?”. The references that guide the investigation and the data analysis regularize themselves in the historic-cultural approach. To treat the foundations of historiccultural theory, we resort to the studies of Vygotsky (1988); Leontiev (1972); Rigon, Asbahr & Moretti (2010); Moura (2010) and other, Shulman (1986, 1987); Mizukami (2004) and other, about the professional knowledges; and Migueis & Azevedo (2007); Megid (2009); Nacarato et al (2011) and other, about the discussions of the mathematics in the early years. And, the historical aspects, theoretical-methodological and the school practices of SND we refer to Ifrah (2005); Boyer (1974); Lerner & Sadovsky (1996); Lanner de Moura (2007) and other. The research sets itself in a qualitative approach of case study, referred in Bogdan & Biklen (1994); Gonzáles Rey (2012); Stake (2010); André (1995) and other. Two teachers of the 2nd year and one of the 1st year of the Elementary School participated of the investigation. The sources of data are: characterization questionnaire, observation with record in a field diary, interviews and school documents. The data showed, in general, schooling experiences with little relevance in the access of construction/appropriation of mathematical knowledge and the process of professional formation, initial and continuing, as insufficient. That the absent of a proposal consolidated of collective pedagogical work and continuing formation in the school where they act, reflect in the actual practice and compromises the possibility of the teachers expanding their professional knowledge and promoting qualitative alterations in the process of teaching and learning of SND. We ascertain that, even though the pedagogical work of the teachers are different in some moments, their practices come close when teaching the SND without considering their genesis and history and the knowledge already elaborated by the students, they do not motivate the interaction between students and, also, the pedagogical mediation characterize itself by the collective orientation about the procedures to be adopted to the resolution of the proposed exercises. The teaching of SND is done, generally, through the emphasis of the names of the units of order, when the realization of numerical operations through conventional algorithms, without returning and promoting reflections with the students about the rules and properties of SND, underlying operations. We found that there are some blanks in the specific and curricular knowledge of the teachers, specially, about the comprehension of the base ten and positional value of algorithms and knowledge of the proposal approaches of SND presents in the official curricular references, which reverberates in how they develop the teaching of this content. The analysis of data also takes us to consider that the teaching of SND should consider the history and the creation of the concept from problem situations that allow to the teachers and students to live them as protagonists and not as mere transmitters and viewers. So the teacher needs to have objective work conditions and the initial and continuing formation need to be rethought

A profissão professor é aquela com a qual todas as pessoas possuem mais contato, pois todos os que passaram pela educação básica conviveram diariamente com professores por, pelo menos doze anos e, intuitivamente, reconhecem os bons profissionais. No entanto, transformar a intuição numa base de conhecimentos sistematizada que explique o sucesso de uns em detrimento dos problemas enfrentados por outros não é uma tarefa simples. Neste trabalho nossa hipótese se baseia na possibilidade de reconhecimento dos conhecimentos da base de um professor por parte dos seus alunos. Para tanto, nos pautamos no referencial da base de conhecimentos profissionais e, em particular seu conceito mais conhecido, o Conhecimento Pedagógico de Conteúdo (PCK) que representa o conhecimento que os professores utilizam no processo do ensino. Com esse intuito foram investigados três professores de química, a partir das percepções que seus estudantes têm das suas práticas educativas e essas percepções foram confrontadas com a análise do pesquisador. A pesquisa apresenta uma abordagem mista (qualitativa e quantitativa). Os dados coletados incluem os planejamentos de curso, entrevistas, registros audiovisuais e respostas ao instrumento CoRe dos professores por um lado, e por outro, entrevistas com os estudantes e respostas a um instrumento de análise quantitativa reportado na literatura. As análises dos três professores em contextos diferentes indicam que os alunos conseguem, de modo geral, reconhecer os conhecimentos relacionados a algumas categorias de conhecimentos mais vinculadas à prática do professor, enquanto não conseguem julgar algumas categorias relacionadas a conhecimentos extraclasse, que não se apresentam diretamente nas ações do professor em sala de aula. Dentre os conhecimentos reconhecidos pelos estudantes estão o Conhecimento do Conteúdo; Conhecimento das Estratégias de Ensino; Conhecimento dos Procedimentos de Avaliação; e Conhecimento dos Objetivos Educacionais e Contexto. Entretanto, nos três casos estudados, os estudantes não conseguiram perceber o Conhecimento da Compreensão e Conhecimentos Prévios dos Estudantes, o Conhecimento do Currículo e o Processo Reflexivo. Os alunos da Licenciatura em Química foram mais criteriosos em perceber os conhecimentos dos professores do que os alunos do Bacharelado. Em relação à análise quantitativa realizada, é possível interpretar que existem indícios sobre alguns aspectos da prática, mas a simples interpretação dos dados numéricos não poderia apontar para um alto ou baixo grau de conhecimento do professor. Podemos ainda apontar que uma mesma ferramenta de análise quantitativa não pode servir para o reconhecimento de conhecimentos profissionais em ambientes com características tão distintas como aqueles em que se deu a coleta de dados. Entretanto, a mesma pode servir de base complementar ao estudo qualitativo desenvolvido através de uma análise múltipla. / Teacher profession is one with which all people have more affinity. For all who have gone through basic education lived daily with teachers for at least twelve years and intuitively recognize the good teacher. However, transforming intuition on the systematic base of knowledge to explain the success of some teachers at the expense of the problems faced by others is not a simple task. In this work our hypothesis is based on the possibility of recognition of the knowledge base of a teacher by their students. To this end, we base on the professional knowledge base literature and in particular his best-known concept, the Pedagogical Content Knowledge (PCK) that represents the knowledge that teachers use in the educational process. To that end we have been investigated three chemistry teachers from the perceptions that their students have about their educational practices and these perceptions were compared with analysis of the researcher. The research presents a qualitative and quantitative approach. The data collected include course plans, interviews, audiovisual records and responses to CoRe instrument of teachers on the one hand, and on the other, interviews with students and answers to a quantitative analysis instrument reported in the literature. The analysis of the three teachers in different contexts indicate that students can, in general, recognize the knowledge related to certain categories of knowledge more linked to the practice of teacher, while unable to judge some categories related to extracurricular knowledge, which are not presented directly during the actions of the teacher in the classroom. Among the teacher knowledge students recognized are Content Knowledge; Knowledge of teaching strategies; Knowledge of Assessment Procedures; and Knowledge of Context and of Educational Objectives. However, in the three cases studied, the students failed to grasp the Knowledge of Students\' understandings, the Knowledge of Curriculum and the Reflective Process. Student teachers were more discerning in understanding the knowledge of teachers than students of the Bachelor courses. With regard to quantitative analysis, it is possible interpret that there are indications of some aspects of the practice, but the simple interpretation of numerical data could not point to a high or low degree of teacher knowledge. We can also point out that the same quantitative analysis tool cannot serve for the recognition of professional knowledge in environments with such distinctive features as those who gave data collection. However, it can serve as a complementary basis to the qualitative study developed through multiple analysis.

Abstract The present study describes the learning experiences of social and health care students in the working-life projects of the Unit of the Pohjois-Savo Polytechnic in Iisalmi. The aim of the study is to describe, interpret and understand the students' experiences of the self-guided learning and to gain information and points of view for developing further the students' learning and the guidance practices. The study is based on the methodology of phenomenology and the theoretical perspective of the study on the socio-cultural view on learning. The data, consisted of the interviews and learning diaries of 13 students and data about the affectiveness of learning, was collected in 1998. The interviews and diaries were analysed qualitatively and the data gained by value measurement was analysed quantitatively. The systems for the categorisation of the qualitative part of the study were formed on the basis of the data and of the quantitative part of the study on the basis of theoretical points of view. The results showed, that learning was based on planning, problem-solving, participating, acting in a self-guided manner as well as taking part in the evaluation process and on taking responsibility. The descriptions of learning can primarily be positioned on the lowest level of critical reflection. The students thought that they had been able to utilize their experiences of work itself, its special conditions, different practices and client contacts in their learning and considered conditios as to be educational. Especially in skills of co-operation with fellow students, problem solving, self-evaluation and critical reflection the students need support to devolope the individual potential and to extend the sphere of activities. Basically, the students valued what they had learnt, especially the social interaction skills. According to them the most meaningful learning content was the substance of the work. As for factors behind their meaningful learning experiences, they first named, the challenging impact of a fellow student and behind their most meaningful learning experiences they found to be students' own backgrounds. That knowledge can be used when improving student-centered mentoring practices. The students perceived projects to promote the learnig of practical skills and comprehensive expertise. They thought they needed more mentoring than at present, especially more theacher's quidance even before entering the working-life as well during the project studies. They need support to develope further habits of the ongoing practises. The results help us to understand students' learning in daily work. These can be utilized in developing the learning method based on immediate network and carried out as a project. / Tiivistelmä Tutkimuksessa tarkastellaan Pohjois-Savon ammattikorkeakoulun Iisalmen koulutusyksikön sosiaali- ja terveysalan opiskelijoiden oppimiskokemuksia työelämäprojekteissa. Tutkimuksen tavoitteena on kuvata, tulkita ja ymmärtää opiskelijoiden kokemuksia itseohjautuvasta oppimisesta ja sen perusteella saada tietoa ja näkökulmia opiskelijoiden oppimisen ja ohjauksen edelleen kehittämiseksi. Tutkimuksen metodologisena lähtökohtana on fenomenologia ja oppimisteoreettisena näkökulmana sosiokulttuurinen oppimiskäsitys. Tutkimusaineistona oli 13 opiskelijan haastattelu- ja oppimispäiväkirja-aineisto sekä oppimisen arvo-ominaisuuksia kartoittava aineisto, joka koottiin vuonna 1998. Haastattelu- ja oppimispäiväkirjatekstit analysoitiin kvalitatiivisesti ja affektimittarilla saatu aineisto kvantitatiivisesti. Tutkimuksen laadullisen osion luokitusjärjestelmät muodostettiin aineistolähtöisesti ja määrällisen osion teoreettisista lähtökohdista käsin. Tulokset osoittivat, että oppiminen perustui suunnitteluun, ongelmien ratkaisuun, toimintaan osallistumiseen, itseohjautuvasti toimimiseen, arviointiin osallistumiseen ja vastuun ottamiseen. Tutkittavien oppimista koskevat kuvaukset edustivat pääasiassa kriittisen reflektion alinta tasoa. Opiskelijat katsoivat hyödyntäneensä oppimisessaan työhön, sen erityisolosuhteisiin, erilaisiin työntapoihin ja asiakaskontakteihin liittyviä kokemuksiaan ja pitivät niitä opettavaisina. Erityisesti yhteistyötaidoissa opiskelijatoverin kanssa, ongelmanratkaisu-, itsearviointi- sekä kriittisen reflektion taidoissa tutkittavat tarvitsevat yksilökohtaista kehittymistä edistävää ja toimintamahdollisuuksia lisäävää tukea. Pääasiassa opiskelijat arvostivat oppimaansa, erityisesti vuorovaikutustaitojen oppimista. He pitivät erittäin merkityksellisenä oppimisen sisältönä työn substanssia. Keskeisenä oppimisen taustatekijänä he pitivät keskeisimmin yhteistyöhaasteita tuovia opiskelijatovereita ja erittäin merkityksellisten oppimiskokemusten taustana henkilökohtaisia tekijöitä. Saatua tietoa voidaan hyödyntää opiskelijalähtöisten ohjauskäytäntöjen edelleen kehittämiseen. Tutkittavat katsoivat projektiopintojen edistävän käytännön taitojen ja laaja-alaisen tietämyksen oppimista. He katsoivat tarvitsevansa nykyistä enemmän opettajan ohjausta projektiopintojen käytännöistä ennen työelämään menoa mutta myös sen aikana. Tutkittavat tarvitsevat kehittämistä edistävää tukea toimintakäytänteille. Tutkimuksen tulokset auttavat ymmärtämään opiskelijoiden oppimista työn arjessa. Niitä voidaan hyödyntää verkostotyöhön perustuvan ja projektina toteutuvan oppimismenetelmän kehittämiseen.

Bakgrund: Internationell forskning påvisar att sjuksköterskans genuina omvårdnadsarbete försvåras inom den rättspsykiatriska vården. Kärnan i denna problematik är den tvetydighet som uppstår då sjuksköterskan förväntas bedriva en etiskt grundad omvårdnad gentemot patienter som vårdas mot sin vilja. Forskning, särskilt ur ett kunskapsteoretiskt perspektiv, saknas gällande sjuksköterskors möjlighet att använda sin professionsspecifika kunskap inom den rättspsykiatriska slutenvården. Syfte: Studiens syfte var att beskriva sjuksköterskans möjlighet att tillämpa sin professionella kunskap inom den rättspsykiatriska slutenvården. Metod: Empirisk studie med kvalitativ ansats baserad på tematiskt utarbetade, interaktiva intervjuer med sex sjuksköterskor verksamma vid en rättspsykiatrisk klinik i en svensk storstad. Deduktiv innehållsanalys utifrån Carpers (1975) teori om sjuksköterskors kunskap och dess begrepp. Resultat: Ur analysen utkristalliserades åtta kategorier vilka beskriver sjuksköterskans möjlighet att tillämpa sin professionella kunskap inom den rättspsykiatriska slutenvården: (1) brist på incitament, (2) en ny kunskapsgeneration, (3) tvång utan kränkning, (4) högt och lågt i tak, (5) nödvändig distans, (6) försvårad identifikation, (7) flexibilitet gentemot regler och (8) vårda i motvind. Slutsats: Studiens resultat visar att sjuksköterskans möjlighet att tillämpa sin professionella kunskap inom den rättspsykiatriska slutenvården begränsas av en rad faktorer, både inom och utanför det egna inflytandet. Begränsningar som identifierades var en omvårdnadsfientlig miljö, gamla traditioner, bristande forskningsincitament och en patientgrupp med mångfacetterad problematik. Trots dessa utmaningar lyckas sjuksköterskorna hävda sin profession och därmed bedriva en omvårdnad som de ser som acceptabel, om än med stor förbättringspotential. Klinisk betydelse: Förhoppningen med studien är att inom den rättspsykiatriska slutenvården skapa en medvetenhet om sjuksköterskors unika kunskap så att omvårdnadsvetenskapen får större utrymme i klinisk praxis. / Background: International research indicates that it is difficult for nurses to provide genuine nursing care within the forensic inpatient psychiatry. The dual role taken on by nurses when expected to ethically care for patients subject to involuntary treatment is at the core of this issue. Research, especially from an epistemological point of view, is lacking regarding nurses’ possibility to apply their specific professional knowledge within the forensic inpatient psychiatry. Aim: The aim of this study was to describe nurses' possibility to apply their professional knowledge within the forensic inpatient psychiatry. Method: Empirical study with qualitative approach based on thematic interactive interviews with six nurses employed at a forensic inpatient clinic in one of Sweden's bigger cities. Deductive content analysis based on Carper's (1975) theory of nursing knowledge and its concepts. Results: From the analysis emerged eight categories which describe nurses' possibility to apply their specific professional knowledge in a forensic inpatient psychiatry setting: (1) lack of incentives, (2) a new generation of knowledge, (3) coercion without affront, (4) tolerance in a rigid environment, (5) necessary distance, (6) challenging identification, (7) flexibility towards rules and (8) nursing against a headwind. Conclusion: The findings show that nurses' possibility to apply their professional knowledge within the forensic inpatient psychiatry is limited by factors both in and beyond their power. The identified limitations were a custodial environment, old traditions, a lack of research incentives and a clientele with multifaceted issues. In spite of these challenges, nurses were able to assert their profession and provide nursing care in a way they saw as acceptable, though not without potential for improvement. Implications for practice: Hopefully, this study can raise awareness of nurses’ unique knowledge within the forensic inpatient psychiatry in order to promote nursing science in clinical practice.

The aim of this study was to investigate social workers view of a professional- and unprofessional attitude relative to the organization, other professionals and clients. The study was conducted with qualitative semi-structured interviews with social workers in human service organizations. The theoretical approach is a social constructionist approach using professional theory, role theory and tacit knowledge to analyze our data. We conducted the study due to our view that the research on professional approach lacked a first-hand perspective on social workers view on their professional approach. The conclusion of this study is that social workers tacit knowledge is a big part of their professional approach, which despite regulations ordinated by the society and by organizations are shaped by interpretations and assessments based on the individual, tacit knowledge.

In November 2010, the coalition government published its seminal The White Paper, The Importance of Teaching. Its recommendations sought to reform Initial Teacher Training (ITT) so that more training was school-based; to create a new national network of ‘Teaching Schools’ that gave outstanding schools in England a leadership role in the initial training and professional development of teachers. This thesis critically analyses the subsequent changes in relationships and tensions between universities and schools as the reforms were implemented. The consequent increase in the number of routes into teaching, coupled with more autonomy devolved to schools in relation to Initial Teacher Preparation (ITP), has served to jeopardise university-based preparation. The changing notions of pedagogy and practice in school-led initial teacher preparation alter the significance of theory in ITP and ultimately question the future for university-led initial teacher education. What constitutes effective teacher preparation is explored through a series of semi-structured interviews drawn from a small, reputational sample across the field of education. This provides the data that reveals a contemporary dichotomy between ‘training’ and ‘education’ that challenges the relevance of a theoretically informed teacher education in favour of ‘on the job training.’ From the discussion of the contested data provided by reputational sample, an outcome of the current changes could result in a peripheral role for universities in ITP. In particular, undergraduate provision, such as the B.Ed, was threatened because it did not provide a sufficient depth of subject knowledge; a shift to post-graduate school-based preparation and a reliance on assessment-only routes renders the role of the universities defunct. The findings from the analysis of the reputational sample were further examined in the workplace through questionnaire given to academics and partnership school mentors working in delivering ITP in an East Midlands University. The tensions between ‘training’ and education and the role of universities in initial teacher preparation were mirrored by teachers and academics. In conclusion, the changes made by the coalition government have made the future of ‘teacher education’ uniquely fragile.

El coneixement professional és epistemològicament diferent a d'altres tipus de coneixement; el coneixement professionalitzador ha de permetre als estudiants gestionar situacions de la seva pràctica professional. En aquest sentit, el coneixement professionalitzador implica unes demandes superiors en comparació a d'altres tipus de coneixement. L'objectiu d'aquesta tesi doctoral és analitzar la naturalesa del coneixement professionalitzador i el canvi en el discurs professionalitzador en entorns l'aprenentatge en línia. Analitzar la naturalesa del discurs professionalitzador permet conèixer quins factors estan implicats en la construcció del coneixement professional i ajustar els entorns d'aprenentatge en línia. Aquesta tesi doctoral descriu els resultats de l'anàlisi de quatre casos relatius a la construcció del coneixement professionalitzador en el camp educatiu. Els resultats obtinguts ens mostren que el discurs professionalitzador construït amb mediació de les tecnologies de la informació i la comunicació (TICs) està estructurat entorn una part molt petita dels tòpics de discurs professionalitzador (menys del 5%). També hem evidenciat diferencies rellevants evidenciades en funció del tipus d'activitat d'aprenentatge, el tipus de contingut i l'escenari de la tasca (tàcit o explícit). Pel que fa al canvi del discurs professionalitzador, els estudiants expressen tensions en la seva concepció de la pràctica i interaccionen com una comunitat de pràctica professional amb diferents característiques depenent del tipus d'activitat, el tipus de contingut i l'escenari de la tasca. / Professional knowledge is epistemologically different from other kinds of knowledge. Students are considered to have built academic discourse when they are able to produce speech based on concrete academic content whereas professional knowledge should enable students to manage situations in professional practice. In this sense, professional knowledge is more demanding than other kinds of knowledge. Our objective was to analyze the nature of professional knowledge and change in professional discourse in the framework of online learning environments. Analyzing the nature of professional discourse helps us understand the characteristics that make it special and that relate to managing situations in professional practice. Analyzing change in professional discourse enables us to know which factors are involved in building professional knowledge and to adjust online learning environments accordingly. This paper describes the results of an analysis of different cases related to the construction of professional knowledge in the educational field. The results we obtained show us that professional discourse built using ICT is structured by a very small fraction of identified topics of professional discourse (less than 5%), furthermore, relevant differences are evidenced depending on the type of learning activity, kind of content and task scenarios conducted (tacit or explicit). Regarding change in professional discourse, students expressed tensions in their conception of practice and interacted as a structured professional community although different characteristics depending on the type of activity, kind of content and task scenarios were observed in all cases.

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